Stange - 1940s Project

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<ul><li><p>8/12/2019 Stange - 1940s Project</p><p> 1/3</p><p>1940s PROJECT</p><p>MUSIC AND FOOD ON THE HOME FRONT</p><p>An important aspect of the study of World War II is analyzing what happened on the Home Front-</p><p>American society at home in the United States as opposed to the military and political events of the war.</p><p>For this project we turn our attention to two of the most important aspects of life on the Home Front</p><p>music and food. Because of the radio and movies music was a nation-wide diversion. The entirecountry listened and danced to much of the same music. Food was an important concern primarily</p><p>because of food rationing imposed by the government.</p><p>In this project, which has both group and individual aspects, we will bring war-time music and food to</p><p>Athens High School.</p><p>I have prepared a list of popular war-time songs. Each group will, in random order, choose a song and</p><p>then present a performance of it. Unlike today, popular songs then were often recorded by many</p><p>different artists soon after the song became popular. Therefore, in researching the songs, you may find</p><p>other artists, different from the one I have provided, performing the song. You are to use the artists</p><p>version that I have designated.</p><p>I will discuss the project in general and then provide you the detailed list of what is required.</p><p>Unit Objectives:</p><p>1. Learn more about the role of civilians in the war effort.</p><p>2. Discover artifacts from the World War II era and formulate theories on the Home Front from them.</p><p>3. Calculate why food and song are integral to the success of the Home Front.</p><p>4. Analyze the intent of the artist and performer for the song selected by the student group.</p><p>5. Defend the effectiveness of the food or song on the Home Front AND the overall war effort.</p><p>6. Discover the innovative ways Americans rationed goods AND experimented with replacements.</p><p>7. Summarize the effectiveness of the rationing program.</p><p>Skills:</p><p>-Differentiate, defend and demonstrate the importance of primary and secondary source documents for</p><p>the World War II era.</p><p>-Express and defend issues/matters that affected the Home Front.</p><p>-Use of evidence to formulate reasoned conclusions.</p></li><li><p>8/12/2019 Stange - 1940s Project</p><p> 2/3</p><p>SONG PORTION:</p><p>You will either: 1. Prepare and present to the class a group performance of the song with your own</p><p>choreography but using the exact lyrics and music of the artists version. OR- 2. Find a performance of</p><p>the song (I know for a fact that they all are on YouTube) that I can play for the class.</p><p>You will prepare a poster offering the recording of the song for sale.</p><p>You will provide me with a copy of the lyrics for the song (again, I have already checked and the lyrics for</p><p>each song are available).</p><p>You will provide me with a history of the song and a short biography of the artist.</p><p>You will, individually, provide me with a report analyzing the song and how it relates to the war.</p><p>FOOD PORTION:</p><p>Each group will prepare a food, based on a war-time recipe, suitable for eating by the class. We will do</p><p>this as we view the performances of the songs.</p><p>Recipes will be chosen, in random order, from a group of recipes that I will provide.</p><p>You will, individually, provide me with a report on the food.</p><p>The following are the detailed requirements:</p><p>A. SONGS:</p><p>1. The poster must be on tag board, 18 inches by 24 inches.</p><p>2. The poster must contain the names of the song AND the artist provided on your slip.</p><p>3. You must provide a simple slogan advertising the song, indicating that it is available. You may be as</p><p>creative as you wish in pushing the sale.4. The poster must indicate where the song is available - a real music store or department store that</p><p>existed in 1940-1945. It can be in any city, but you must provide me with computerized proof of the</p><p>store and its address in that time period.</p><p>5. The address of the store must be as it would have been during the war (hint: zip codes were not</p><p>used in addresses until the early 1960s and 2-letter state abbreviations (WI) were not used until long</p><p>after the war).</p><p>6. You may or may not include the phone number of the store but if you do so it should be written as it</p><p>would have been then (for example, Plaza 6-5432, Athens phone numbers were Clifford 7-1234 not 257-</p><p>1234).</p><p>7. You must provide computerized proof of the phone number (if used).</p><p>8. The background of the poster should be appropriate to the song and the era and may be drawn or</p><p>made up of photos (regular sized or enlarged) or computerized images from the era.</p><p>The goal of the poster is to advertise effectively the song as you would have done if you were selling it</p><p>at the time.</p><p>9. The group must provide a written report on the songs history and a short biography of the artist.</p><p>10. The group must provide me with a copy of the songs lyrics.</p><p>11. The group must either: a Prepare and present to the class a performance of the song with your</p><p>own choreography but using the exact lyrics and music of the artists version (you may sing along with</p><p>the artist ORlip synch to the song as recorded). If your group chooses this option, I must be notified one</p></li><li><p>8/12/2019 Stange - 1940s Project</p><p> 3/3</p><p>week in advance of the presentation and you can then tell me of any props you may need.OR- 2.</p><p>Present a video performance of the song. One week in advance the group must provide me with the</p><p>YouTube information. One member of the group will be required to introduce the song.</p><p>12. Each individual must provide me with a written report describing how the song relates to the war</p><p>and the war effort and also his/her opinion of the song. In describing how it relates to the war you must</p><p>cite and explain two (2) exact quotes from the lyrics and show how they refer to the war and not to</p><p>something else.</p><p>14. Multi-group Sing-along. Each group must practice Well Meet Again by Vera Lynn. We will all sing</p><p>that in a multi-group sing-along in each hour.</p><p>B. FOOD:</p><p>1. Each group must prepare a war-time food to be served to the class and there must be enough of it to</p><p>serve the entire class and me. Each groups recipe will be chosen, in random order, from a group of</p><p>recipes provided by me.</p><p>2. Each group must provide a name card to place by the food while it is being served.</p><p>3. One group member must introduce the food to the class describing it and its ingredients, noting</p><p>any particular wartime aspects of it.</p><p>4. Each individual mustprovide me with a written report analyzing the food, including the following: Didyou like it?-How difficult was it to prepare?-Have you ever tasted anything like it before?-Would you</p><p>make it again?-How was it prepared differently, if at all, from how a modern version would be</p><p>prepared?-etc.</p><p>EXTRA INCENTIVE for Songs</p><p>Although this may seem like ancient history, in fact, one of the solo artists is still living and</p><p>one member of a group just died in 2013! If you can tell me the names of those two (2)</p><p>persons you and your group will win candy AND the right to be the first group to choose its</p><p>song. I will accept your answers at any time, starting now! ALL ANSWERS MUST BE SENT TO</p><p>MY SCHOOL EMAIL (</p></li></ul>


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